Debate-Proof Grades: Experiences and Challenges of Using a Grading Rubric in a Social Welfare Policy Course

Abstract

This article discusses the experiences and challenges of a graduate teaching assistant in using a grading rubric in a social welfare policy course. Using a grading rubric as a debate-proof strategy against the grade entitlement of students is expatiated. In addition, the benefits of using grading rubrics to achieve CSWE/EPAS competency expectations in social work are explored.

Keywords:

• grading rubric
• Bloom's taxonomy
• graduate teaching assistant
• EPAS competencies

Notes

I am especially grateful to my mentors Prof. David Royse, PhD, and Dr. Karen Badger, PhD, of the College of Social Work, University of Kentucky for their feedback and offers of resourceful materials that guided me in using grading rubrics. I am thankful to the social welfare policy grading rubric development team led by Dr. Karen Badger, and other members such as Psyche Southwell and Phillip Mongan.